Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SCHOOL PRACTICUM in TEFL II | ELT4212103 | Spring Semester | 2+6 | 5 | 15 |
| Course Program | ( A ) Pazartesi 08:00-08:45 ( A ) Pazartesi 09:00-09:45 ( A ) Pazartesi 10:00-10:45 ( A ) Pazartesi 11:00-11:45 ( A ) Pazartesi 12:00-12:45 ( A ) Pazartesi 12:45-13:30 ( A ) Pazartesi 13:30-14:15 ( A ) Salı 11:00-11:45 ( A ) Salı 12:00-12:45 ( B ) Pazartesi 08:00-08:45 ( B ) Pazartesi 09:00-09:45 ( B ) Pazartesi 10:00-10:45 ( B ) Pazartesi 11:00-11:45 ( B ) Pazartesi 12:00-12:45 ( B ) Pazartesi 12:45-13:30 ( B ) Pazartesi 13:30-14:15 ( B ) Salı 13:30-14:15 ( B ) Salı 14:30-15:15 ( C ) Pazartesi 08:00-08:45 ( C ) Pazartesi 09:00-09:45 ( C ) Pazartesi 10:00-10:45 ( C ) Pazartesi 11:00-11:45 ( C ) Pazartesi 12:00-12:45 ( C ) Pazartesi 12:45-13:30 ( C ) Pazartesi 13:30-14:15 ( C ) Çarşamba 13:30-14:15 ( C ) Çarşamba 14:30-15:15 ( C ) Perşembe 14:30-15:15 ( C ) Perşembe 15:30-16:15 ( D ) Pazartesi 08:00-08:45 ( D ) Pazartesi 09:00-09:45 ( D ) Pazartesi 10:00-10:45 ( D ) Pazartesi 11:00-11:45 ( D ) Pazartesi 12:00-12:45 ( D ) Pazartesi 12:45-13:30 ( D ) Pazartesi 13:30-14:15 ( D ) Perşembe 12:45-13:30 ( D ) Perşembe 13:30-14:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU, Assoc.Prof. Mehdi SOLHİ, Assist.Prof. İlknur EĞİNLİ, Assist.Prof. Cemil Gökhan KARACAN |
| Assistant(s) | |
| Aim | The aim of this course is to transform the theoretical professional knowledge that students have acquired during their four-year undergraduate education into practice with various special teaching methods and techniques and to provide them with the opportunity to put their knowledge into practice. |
| Course Content | This course contains; Introducing course content,Preparing Lesson Plans,The Importance of Reflection and Reflective Teaching,Teaching foreign languages to students with special needs,Classroom Teaching in Practice School,Teaching English as an International language,Classroom Teaching in Practice School,Education Systems in Different Countries,Teacher beliefs and values,Classroom Teaching in Practice School,Student Motivation and Autonomy,Classroom Teaching in Practice School,Task-based language teaching and Application,Overview and feedback on the course. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| In this course pre-service teachers develop their teaching skills in classrooms by practicing in schools | 20, 6, 8 | E |
| Pre-service teachers have an idea about the curriculum and evaluate and apply textbooks. | 20, 6, 8 | E |
| Pre-service teachers evaluate their teaching competencies by sharing their experiences during teaching practice with other students and the practicum instructor. | 20, 6, 8 | E |
| Pre-service teachers synthesize their skills and competencies in classroom management, planning teaching and practice. | 20, 6, 8 | E |
| Teaching Methods: | 20: Reverse Brainstorming Technique, 6: Experiential Learning, 8: Flipped Classroom Learning |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing course content | Reading related resources. Kumaravadivelu (2012). Chapter 1: (Re)visioning Language Teacher Education. |
| 2 | Preparing Lesson Plans | Reading related resources. Richards & Lockhart (2007). The structure of a language lesson. p.113-128. |
| 3 | The Importance of Reflection and Reflective Teaching | Reading related resources. Richards & Lockhart (2007). The role of the teacher. p.97-112. |
| 4 | Teaching foreign languages to students with special needs | Reading related resources. Kumaravadivelu (2012). Chapter 3: Analyzing Learner Needs. |
| 5 | Classroom Teaching in Practice School | Reading related resources. Richards & Lockhart (2007). Interaction in the second language classroom. p.138-158. |
| 6 | Teaching English as an International language | Reading related resources. MacKey (2002). English as an international language. p.5-26. |
| 7 | Classroom Teaching in Practice School | Reading related resources.MacKey (2002). Bilingual users of English. p.27-48. |
| 8 | Education Systems in Different Countries | Reading related resources. Kumaravadivelu (2012). Chapter 7: (Re)making a Modular Model. |
| 9 | Teacher beliefs and values | Reading related resources. Richards & Lockhart (2007). Exploring teachers' beliefs. p.29-51. |
| 10 | Classroom Teaching in Practice School | Reading related resources. Richards & Lockhart (2007). The nature of language learning activities. p.161-181. |
| 11 | Student Motivation and Autonomy | Reading related resources. Kumaravadivelu (2012). Chapter 3.2 Analyzing Learner Motivation; Chapter 3.3. Analyzing Learner Autonomy; 3.4. Classroom Implications. |
| 12 | Classroom Teaching in Practice School | Reading related resources. Richards & Lockhart (2007). Language use in the classroom. p.182-201. |
| 13 | Task-based language teaching and Application | Reading related resources. MacKey 2002. Teaching methods and English as an international language. p.103-121. |
| 14 | Overview and feedback on the course | Reading related resources. MacKey (2002). Rethinking goals and approaches. s.125-130. |
| Resources |
| Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge. McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and perspectives. NY: OUP Richards, J. & Lockhart, C. (2012). Reflective Teaching In Second Language Classrooms. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 14 | 6 | 84 | |||
| Resolution of Homework Problems and Submission as a Report | 5 | 30 | 150 | |||
| Term Project | 14 | 12 | 168 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 440 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(440/30) | 15 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SCHOOL PRACTICUM in TEFL II | ELT4212103 | Spring Semester | 2+6 | 5 | 15 |
| Course Program | ( A ) Pazartesi 08:00-08:45 ( A ) Pazartesi 09:00-09:45 ( A ) Pazartesi 10:00-10:45 ( A ) Pazartesi 11:00-11:45 ( A ) Pazartesi 12:00-12:45 ( A ) Pazartesi 12:45-13:30 ( A ) Pazartesi 13:30-14:15 ( A ) Salı 11:00-11:45 ( A ) Salı 12:00-12:45 ( B ) Pazartesi 08:00-08:45 ( B ) Pazartesi 09:00-09:45 ( B ) Pazartesi 10:00-10:45 ( B ) Pazartesi 11:00-11:45 ( B ) Pazartesi 12:00-12:45 ( B ) Pazartesi 12:45-13:30 ( B ) Pazartesi 13:30-14:15 ( B ) Salı 13:30-14:15 ( B ) Salı 14:30-15:15 ( C ) Pazartesi 08:00-08:45 ( C ) Pazartesi 09:00-09:45 ( C ) Pazartesi 10:00-10:45 ( C ) Pazartesi 11:00-11:45 ( C ) Pazartesi 12:00-12:45 ( C ) Pazartesi 12:45-13:30 ( C ) Pazartesi 13:30-14:15 ( C ) Çarşamba 13:30-14:15 ( C ) Çarşamba 14:30-15:15 ( C ) Perşembe 14:30-15:15 ( C ) Perşembe 15:30-16:15 ( D ) Pazartesi 08:00-08:45 ( D ) Pazartesi 09:00-09:45 ( D ) Pazartesi 10:00-10:45 ( D ) Pazartesi 11:00-11:45 ( D ) Pazartesi 12:00-12:45 ( D ) Pazartesi 12:45-13:30 ( D ) Pazartesi 13:30-14:15 ( D ) Perşembe 12:45-13:30 ( D ) Perşembe 13:30-14:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU, Assoc.Prof. Mehdi SOLHİ, Assist.Prof. İlknur EĞİNLİ, Assist.Prof. Cemil Gökhan KARACAN |
| Assistant(s) | |
| Aim | The aim of this course is to transform the theoretical professional knowledge that students have acquired during their four-year undergraduate education into practice with various special teaching methods and techniques and to provide them with the opportunity to put their knowledge into practice. |
| Course Content | This course contains; Introducing course content,Preparing Lesson Plans,The Importance of Reflection and Reflective Teaching,Teaching foreign languages to students with special needs,Classroom Teaching in Practice School,Teaching English as an International language,Classroom Teaching in Practice School,Education Systems in Different Countries,Teacher beliefs and values,Classroom Teaching in Practice School,Student Motivation and Autonomy,Classroom Teaching in Practice School,Task-based language teaching and Application,Overview and feedback on the course. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| In this course pre-service teachers develop their teaching skills in classrooms by practicing in schools | 20, 6, 8 | E |
| Pre-service teachers have an idea about the curriculum and evaluate and apply textbooks. | 20, 6, 8 | E |
| Pre-service teachers evaluate their teaching competencies by sharing their experiences during teaching practice with other students and the practicum instructor. | 20, 6, 8 | E |
| Pre-service teachers synthesize their skills and competencies in classroom management, planning teaching and practice. | 20, 6, 8 | E |
| Teaching Methods: | 20: Reverse Brainstorming Technique, 6: Experiential Learning, 8: Flipped Classroom Learning |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing course content | Reading related resources. Kumaravadivelu (2012). Chapter 1: (Re)visioning Language Teacher Education. |
| 2 | Preparing Lesson Plans | Reading related resources. Richards & Lockhart (2007). The structure of a language lesson. p.113-128. |
| 3 | The Importance of Reflection and Reflective Teaching | Reading related resources. Richards & Lockhart (2007). The role of the teacher. p.97-112. |
| 4 | Teaching foreign languages to students with special needs | Reading related resources. Kumaravadivelu (2012). Chapter 3: Analyzing Learner Needs. |
| 5 | Classroom Teaching in Practice School | Reading related resources. Richards & Lockhart (2007). Interaction in the second language classroom. p.138-158. |
| 6 | Teaching English as an International language | Reading related resources. MacKey (2002). English as an international language. p.5-26. |
| 7 | Classroom Teaching in Practice School | Reading related resources.MacKey (2002). Bilingual users of English. p.27-48. |
| 8 | Education Systems in Different Countries | Reading related resources. Kumaravadivelu (2012). Chapter 7: (Re)making a Modular Model. |
| 9 | Teacher beliefs and values | Reading related resources. Richards & Lockhart (2007). Exploring teachers' beliefs. p.29-51. |
| 10 | Classroom Teaching in Practice School | Reading related resources. Richards & Lockhart (2007). The nature of language learning activities. p.161-181. |
| 11 | Student Motivation and Autonomy | Reading related resources. Kumaravadivelu (2012). Chapter 3.2 Analyzing Learner Motivation; Chapter 3.3. Analyzing Learner Autonomy; 3.4. Classroom Implications. |
| 12 | Classroom Teaching in Practice School | Reading related resources. Richards & Lockhart (2007). Language use in the classroom. p.182-201. |
| 13 | Task-based language teaching and Application | Reading related resources. MacKey 2002. Teaching methods and English as an international language. p.103-121. |
| 14 | Overview and feedback on the course | Reading related resources. MacKey (2002). Rethinking goals and approaches. s.125-130. |
| Resources |
| Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge. McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and perspectives. NY: OUP Richards, J. & Lockhart, C. (2012). Reflective Teaching In Second Language Classrooms. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |